This is Bombay School’s Curriculum Plan

The school’s curriculum is seen in the interpretation of this plan within individual classrooms.

The plan allows teachers to make interpretations in recognition of their students’ interest and needs.

It is expected that teachers’ interpretation will be consistent with this plan.

Principles are the qualities that underpin curriculum design and action

New Zealand Curriculum

Curriculum practice throughout our school is

underpinned by and consistent with the NZC

through performing the following actions

Our School

High Expectations

The curriculum supports and empowers all students

to learn and achieve personal excellence, regardless

of their individual circumstances.

High Expectations

Our school curriculum challenges all students to

do their “best always” in all areas through the

provision of a variety of learning experiences.

Learning to Learn

The curriculum encourages all students to reflect on

their own learning processes and to learn how to learn.

Learning to Learn

Our school curriculum encourages all students to

understand how they learn with reflection and

self assessment being an integral process.

Treaty of Waitangi

The curriculum acknowledges the principles of the

Treaty of Waitangi and the bicultural foundations of

Aoteroa New Zealand. All students have the

opportunity to acquire knowledge of te reo Maori

me ona tikanga.

Treaty of Waitangi

Our school curriculum gives all students the

opportunity to acquire the knowledge

underpinning the principles of the Te Tiriti O Waitangi.

Community Engagement

The curriculum has meaning for students, connects

with their wider lives, and engages the support of

their families, whanau, and communities.

Community Engagement

Our school curriculum includes families and

resources of the wider community through

consultation and communication, to provide

authentic learning contexts.

Cultural Diversity

The curriculum reflects New Zealand’s cultural

diversity and values the histories and traditions of all

its people.

Coherence

The curriculum offers all students a broad education

that makes links within and across learning areas,

provides for coherent transitions, and opens up

pathways to further learning.

Coherence

Our school curriculum uses the New Zealand

Curriculum’s values, principles and key

competencies to create an integrated

programme which provides a clear pathway for

learning across all curriculum areas.

Inclusion

The curriculum is non-sexist, and non-discriminatory;

it ensures that students’ identities, languages,

abilities, and talents are recognised and affirmed and

that their learning needs are addressed.

Inclusion

Our school curriculum ensures that the learning

needs of Bombay School students will be met by

teachers recognizing and embracing their

individuality.

Managing Self Is about making conscious choices of what we do and understanding the effects.  It requires an understanding of personal identity, self awareness and the ability to reflect.

I take pride in what I do

• By doing my ‘Best Always’
• By presenting to a high standard
• By striving for achievements in all areas of school eg sports, academia
• By having a positive attitude to all schooling

• By looking after my belongings
• By keeping my desk tidy
• By completing tasks
• By using time management skills to meet deadlines

• By being able to carry out jobs
• By knowing how to work in a group
• By showing effective leadership
• By being an effective team member

• By understanding the rules
• By interacting appropriately with others
• By resisting peer pressure
• By using initiative and acting independently of others

• By being self aware
• By accepting myself as I am
• By being able to give positive affirmations / no put downs
• By being able to reflect and evaluate

• By demonstrating perseverance
• By showing encouragement
• By being resilient
• By showing motivation
• By standing on my own two feet
• By being able  to be flexible and adaptable

• By owning up
• By being truthful
• By accepting fault and consequences

• By knowing what I know and what to learn next
• By knowing who to ask for help
• By being responsible for my own learning
• By striving to reach my potential

Relating to Others Is about interacting with people in a variety of situations by recognising and accepting different points of view, through negotiation and sharing of ideas

I can listen to others

• By keeping eye contact with speaker
• By waiting for turn to speak
• By retaining an open mind
• By being an active questioner

• By offering ideas
• By sharing knowledge
• By helping others
• By working effectively in pairs and groups

• By listening
• By caring about others
• By being supportive
• By involving others

• By looking them in the eye and explaining
• By being reflective
• By ensuring and apology is meant

• By not stealing
• By telling the truth
• By returning lost property
• By accepting I can be wrong
• By learning from my mistakes

• By being polite
• By showing manners
• By using appropriate tone and volume
• By remembering people’s names
• By greeting and responding to all school personnel
• By displaying optimism and a positive outlook

• By showing tolerance of different beliefs, looks and values
• By being respectful
• By understanding some people can not do some things

Thinking Is using creative, critical and logical processes to make sense of and questions and ideas.

There is more than one way to solve a problem

• By knowing where I go for information
• By using research skills
• By demonstrating negotiation skills
• By listening and responding

• By knowing how to research, sort and find
• By having the ability to skim and scan
• By being able to ask questions

• By using ‘Thinking Hats’ and other thinking strategies
• By showing tolerance
• By demonstrating confidence
• By being able to express and articulate ideas clearly
• By daring to be different and divergent
• By being creative
• By sharing humour

• By having research skills
• By knowing whom and when to ask
• By using resources and technologies

• By accepting responsibility for own learning
• By knowing where I am at and where to go next
• By knowing who can help
• By being well organised and committed to make progress

• By taking leadership roles
• By organising school events
• By engaging in mentoring
• By speaking appropriately
• By being welcoming

• By participating in trips, camps
• By learning from guest speakers, visitors
• By being receptive to new information
• By taking leadership and organisational roles

Participating and Contributing Is to be an active member of Bombay School and the wider community by using real problems or needs to drive change and further learning

I am not afraid to put my hand up and say what I think

• By sharing ideas and thoughts
• By thinking before speaking
• By being secure and confident
• By having acceptance from others

I will listen to what others have to say because I can learn from them

• By valuing others’ opinions
• By acknowledging and responding 

• By being pro-active
• By being a team member – accepting winning and losing
• By learning more about each other
• By using strengths
• By accepting challenges and rules
• By striving to work together
• By learning new skills and taking notes
• By showing loyalty and commitment

I can help change the world I live in by taking action.

• By having an awareness of local, national and global issues
• By being pro-active
• By showing initiative and making a difference

• By thinking divergently
• By being creative
• By having confidence
• By using ‘Thinking Hats” and other thinking strategies

• By taking risks
• By knowing learning can involve making mistakes

Using Language, Text & Symbols Is an essential and complex competency which is vital for representing, communicating information, experiences and ideas

I can recognise that reading and writing have a purpose

I can use my reading, writing and numeracy skills to communicate my understanding to others

I can read a variety of text and genreto further my learning

English

Students study, explore and enjoy language and literature communicated orally,

visually of in

writing

• Listening
• Reading and viewing
• Speaking
• Writing
• Presenting

English

Reading – To encourage lifelong readers who can interpret and apply the information within written texts in a range of genre.

Oral Language - Students develop into capable and confident listeners and speakers able to communicate effectively with their peers, teachers, other adults or groups.

Writing - To use relevant contexts in communicating confidently and accurately in the written forms in a range of genres.

Visual Language- Students can interpret and use signs, symbols, and other forms of visual language to communicate and present.

Spelling - To provide incidental and systematic teacher practises that will enable students to learn how to spell independently throughout their writing. To teach students to have a spelling conscience so they are able to use strategies to

make corrections.

The Arts

Students explore, refine and communicate ideas as they create works and respond to the works of others

• Dance
• Drama
• Music
• Visual Arts

The Arts

Dance - To enjoy, explore, interpret, improvise and choreograph dance.

Drama - To express human experiences through drama by creating and performing to reflect and enrich the cultural life of their school, whanau and

community. 

Music - To make, share and respond to music with enjoyment.

Visual Arts - To develop both visual literacy and awareness through experimentation with materials and processes.   

Health & Physical Education

Students learn about their own well-being and that of others, in health-related and movement contexts.

• Physical health and physical development
• Movement concepts and motor skills
• Relationships with other people
• Healthy communities and environments

Health and Physical Education

To develop student’s lifelong commitment to having a healthy body and mind

Mathematics

Student explore relationships in quantities, space and data

• Number and algebra
• Geometry and measurement
• Statistics

Mathematics - To build a knowledge based upon which students can apply a range of strategies to solve mathematical problems

Science

Students learn to investigate, understand and explain our natural, physical world and the wider universe

• The nature of science
• The living world
• The planet Earth and beyond
• The physical world
• The material world

Science - Students to develop ways of investigating, understanding, and explaining our natural, physical world and the wider universe.

Social Sciences

Students learn about how societies work and how people can participate as critical, active, informed and responsible citizens

• Identity, culture and organisation
• Place and environment
• Continuity and challenge
• The economic world

Social Sciences - Students to learn about how societies work and how people can participate as critical, active, informed, and responsible citizens.

Technology

Students learn to use practical and other resources to develop products and systems that expand human possibilities by addressing needs and realising opportunities

• Technological practice
• Technological knowledge
• Nature of technology

Technology – To give students opportunities to design, construct and make purposeful products or devises

Learning Languages

Students develop the means of communication with people from another culture and exploring their own personal world.

• Communication
• Language knowledge
• Cultural knowledge

Learning Languages - To ensure that students can understand and use familiar expressions and everyday vocabulary.

Students can interact in a simple way in supported situations.